This study attempts to investigate primary education teachers' perceptions of their professional empowerment in Greece. Six dimensions of teacher professional empowerment were measured: decision making; professional development; professional status; autonomy; self-efficacy and impact. Data analysis revealed that teachers appear to be empowered as regards professional development. Similarly, they seem to have a high sense of self-efficacy. However, teachers seem to have limited involvement in decision making regarding key aspects of their profession. In conclusion, this study deepens our understanding about professional empowerment through Greek teachers' perceptions, which reflect both the structural and the psychological dimensions of professional empowerment.